Two point deterministic model for acquisition of in vitro pollen grain androgenetic capacity based on wheat studies

This article discusses, from the standpoint of cellular biology, the deterministic and indeterministic androgenesis theories. The role of the vacuole and of various types of stresses on deviation of the microspore from normal development and the point where androgenetic competence is acquired are examined. Based on extensive literature review and data on wheat studies from our laboratory, a model for androgenetic capacity of pollen grain is proposed. A two point deterministic model for in vitro androgenesis is our proposal for acquisition of androgenetic potential of the pollen grain: the first switch point would be early meiosis and the second switch point the uninucleate pollen stage, because the elimination of cytoplasmatic sporophytic determinants takes place at those two strategic moments. Any abnormality in this process allowing the maintenance of sporophytic informational molecules results in the absence of establishment of a gametophytic program, allowing the reactivation of the embryogenic process

Optimization and Measuring Techniques for Collect-and-Place Machines in Printed Circuit Board Industry

This thesis considers optimization problems arising in printed circuit board assembly. Especially, the case in which the electronic components of a single circuit board are placed using a single placement machine is studied. Although there is a large number of different placement machines, the use of collect-and-place -type gantry machines is discussed because of their flexibility and increasing popularity in the industry. Instead of solving the entire control optimization problem of a collect-andplace machine with a single application, the problem is divided into multiple subproblems because of its hard combinatorial nature. This dividing technique is called hierarchical decomposition. All the subproblems of the one PCB - one machine -context are described, classified and reviewed. The derived subproblems are then either solved with exact methods or new heuristic algorithms are developed and applied. The exact methods include, for example, a greedy algorithm and a solution based on dynamic programming. Some of the proposed heuristics contain constructive parts while others utilize local search or are based on frequency calculations. For the heuristics, it is made sure with comprehensive experimental tests that they are applicable and feasible. A number of quality functions will be proposed for evaluation and applied to the subproblems. In the experimental tests, artificially generated data from Markov-models and data from real-world PCB production are used. The thesis consists of an introduction and of five publications where the developed and used solution methods are described in their full detail. For all the problems stated in this thesis, the methods proposed are efficient enough to be used in the PCB assembly production in practice and are readily applicable in the PCB manufacturing industry.

Modernizing human resource management : the importance of values-based leadership in the Canadian federal public service /

Over the past several decades, many theories have been advanced as to why efforts to reform the public service have met with only limited success. Clearly, the role of leadership with respect to reform must be examined, since successful organizational leaders should be extremely accomplished in the promotion and protection of the values that underlie decision-making. The issue of effective leadership is particularly significant for the future of the public service of Canada. Large numbers of public servants in the executive ranks are due to retire within the next five years. Given their central role, it is vital that there be enough dedicated and committed public servants to staff future vacancies. It is also essential that future public service leaders possess the competencies and values associated with a world-class public service and, a new type of public organization. Related to this point is the importance of people-management skills. People management in the public service is an issue that has historically faced - and will continue to face - major challenges with respect to recruiting and retaining the leaders it requires for its continued success. It is imperative that the public service not only be revitalized and be seen as an employer of choice, but also that the process by which it accomplishes this goal - the practice of human resource management - be modernized. To achieve the flexibility needed to remain effective, the public service requires the kind ofleadership that supports new public service values such as innovation and which emphasizes a "people- first" approach. This thesis examines the kind of public service leadership needed to modernize the human resource management regime in the federal public service. A historical examination of public service values is presented to help determine the values that are important for public service leaders with respect to modernizing human resource management. Since replenishing the 2 ranks of public service leaders is crucial to ensure the quality of service to Canadians, leadership that supports career planning will be a major focus of this paper. In addition, this thesis demonstrates that while traditional public service values continue to endure, innovative leaders must effectively reconcile new public service values with traditional values in order to increase the possibilities for successful reform as well as achieve business objectives. Much of the thesis is devoted to explaining the crucial role of post-bureaucratic leadership to successful reform. One of the major findings of the thesis is that leaders who demonstrate a blending of new public service values and traditional values are critical to creating effective employment relationships, which are key to modernizing human resource management in the federal public service. It will be apparent that public service leaders must ensure that an appropriate accountability framework is in place before embarking on reform. However, leaders who support new public service values such as innovation and empowerment and who emphasize the importance of people are essential to successful reform.

Teachers' perspectives on the implementation of expectations-based curricula /

This qualitative study examines teachers' experiences implementing new standardized curricula in Ontario schools. This new curricula contained several policy changes and an expectations based format which directed what knowledge and skills students were to demonstrate in each subject. This level of specificity of subject-content served to control teachers in relation to curricula; however, data suggested that at the same time, teachers had enormous flexibility in terms of pedagogy. Four secondary teachers who were implementing a Grade 10 course in the 2000-2001 school year participated in the study. The qualitative framework supported the researcher's emphasis on examining the participants' perspectives on the implementation of expectation-based curricula. Data collected included transcripts from interviews conducted with teacher participants and a representative of the Ontario Ministry of Education and Training, field notes, and a research journal. Many of the factors often cited in the literature as influencing implementation practices were found to have affected the participants' experiences of curriculum implementation: time, professional development, and teachers' beliefs, particularly concerning students. In addition, the format of the policy documents proved to both control and free teachers during the implementation process. Participants believed that the number of specific expectations did not provide them an opportunity to add content to the curriculum; at the same time, teachers also noted that the general format of the policy document allowed them to direct instruction to match students' needs and their own teaching preferences. Alignment between teachers' beliefs about education and their understanding of the new curriculum affected the ways in which many participants adapted during the implementation process.

Understanding space, place and leisure of women over 85 living in the community

There is an increase in the number of older adults 85 and over, who are choosing to live alone within the community. Moreover, older adults who live alone are reportedly spending an extensive amount of time alone within the home environment. In an effort to provide additional support and resources to older adults living in the community, a compliment of services are being offered through public and private organizations. These in-home supports focus on the instrumental or functional tasks of daily living, such as personal and rehabilitative care, nourishment, maintenance and upkeep of the home, as well as volunteer social visitation. However leisure resources and programs are not included among these services. Consequently, this creates a gap in leisure provision among this segment of the population. Throughout the life course, an individual's identity, role and purpose are developed and sustained through instrumental work roles in the formal and informal sector, as well as through personally meaningful leisure pastimes and experiences. Although roles shift post retirement, participation in instrumental and expressive activities can provide opportunities through which older adults are able to fulfill their need for agency (individuality and autonomy) and affiliation (social relatedness). Therefore barriers that inhibit instrumental or leisure experiences can negatively impact older adults' quality of life. This study explored the leisure lifestyles of four older adults, all of whom were over 85, lived alone within the community and were oriented to person, time and place. It became apparent that participants ordered their lives around a routine that consisted of instrumental, expressive and socially integrated tasks and activities. Moreover participants purposely chose to remain at home because their home environment facilitated freedom, choice and independence. As a result all four participants viewed their independence within the home as a critical determinant to their overall quality of life. Challenges associated with the home environment, participants' personal capacities and relationships were negotiated on a daily basis. Failure to positively adapt to these challenges inhibited meaningful engagement and personal fulfillment. Traditionally, leisure service delivery has been offered within institutions and through various community based venues. As a result leisure provision has been focused on the needs of the frail elderly who reside in institutions or the well elderly who are able to access leisure amenities within the community. However the growing number of older adults electing to live alone is on the rise. As individuals age the home becomes the preferred context for leisure experiences. If older adults are choosing to live alone, then both their instrumental and leisure needs must be addressed. As a result, it is imperative that leisure professionals extend the scope of service delivery to include home centered older adults.

The Clemente Course in the Humanities and critical pedagogy : a comparative analysis of Earl Shorris and bell hooks on poverty, racism, imperialism and patriarchy

The Clemente Course in the Humanities is an anti-poverty intervention for adults who self-identity as "poor" and humanities instructors. The course was created in 1995 by journalist Earl Shorris, who based the curriculum on a Socratic method of pedagogy and the "great books" canon of Robert Hutchins. It began as a community-based initiative in urban US settings, but since 1997 Mayan, Yup'ik and Cherokee iterations have been created, as well as on-campus bridge courses for non-traditional students to explore college-level education in Canada and the USA. The course potentially conflicts with critical pedagogy because the critical theories of Paulo Freire and contemporary cultural studies reject traditional notions of both the canon and teaching. However, a comparison between Shorris' and bell hooks' theories of oppression reveals significant similarities between his "surround of force" and her "capitalist imperialist white supremacist patriarchy," with implications for liberal studies and critical pedagogy.

Finding the Open Spaces in Closed Systems: An Exploration of Critical Pedagogy with a Social Justice Directive in an Ontario Secondary School Classroom

This study examines the first experience of students, teachers, and an administrator in implementing a teacher-designed Leadership in Social Justice Program at a large urban Ontario secondary school. The program aimed to infuse a Freirean concept of critical pedagogical praxis (Freire, 1970/1993) in a grade 12 integrated educational experience with a social justice directive. Data were collected through two questionnaires and eight in-depth interviews. The data identified three areas of awareness that described ways in which student participants were impacted most profoundly (a) developing self-awareness, (b) understanding a new educational paradigm, and (c) finding a place in the world. The study found that the program was successful in highlighting the possibility for more meaningful education and engaged many students deeply; however, its success was limited by the lead teacher’s failure to fully grasp and implement tenets of Freirean critical pedagogy that involved the role of the teacher in pedagogical processes.

The Mirror Room Project: A Critical Ethnographic Program Evaluation of a Teaching Personal and Social Responsibility Based Youth Development Program

Amongst a host of other benefits, proper physical education has the possibility to create a safe place where responsibility can be transferred from the teacher/facilitator, to the student. This is especially true with an underserved population. This critical program evaluation of the program CHARM was done for the purpose of program improvement. This research was a place for participants to share their experiences of the program. The participants were 5 underserved youth, 5 undergraduate students, 3 teachers and 1 graduate student. Observations, interviews, and document analysis were used to gather data. Data was analyzed using a first level read-through, and two second-level analyses. Summaries were written, and cross-case analyses were completed. The main finding of the research was the development of a Handbook, which is a guide to running the program. Secondary findings include issues of program structure, goal setting, meaningful relationships, roles, SNAP, and an outlier in the data.

Improving English as a Second Language (ESL) Pedagogy in One University in Ontario

In this paper, theoretical pedagogical approaches and practical pedagogical approaches are investigated by drawing on English as a Second Language (ESL) teachers’ pedagogical principles and practices, and ESL Chinese students’ second language acquisition and learning needs as they related to improving ESL pedagogy in one university ELP in Ontario. Three experienced ESL teachers were inquired by interviews and 30 ESL Chinese students were surveyed by questionnaires. Based on the mix-method exploratory research design, communicative, task-based, and content-based language teaching approaches are identified and discussed in the light of the interview and questionnaire data.

The Synthesis and Coordination Chemistry of Two Families of Polydentate Ligands - Exploring Their Potential for the Preparation of Molecule-Based Magnets

The synthesis and studies of two classes of poly dentate ligands are presented as two projects. In project 1, four new carboxamide ligands have been synthesised via the condensation of 2,2',6,6'-tetrachloroformyl-4,4'-bipyridine or 2,6-dichloroformyl pyridine together with heterocyclic amines containing pyridine or pyrazole substituents. The coordination chemistry of these ligands has been investigated and studies have shown that with a Cu(II) salt, two carboxamide ligands LJ and L2 afford large clusters with stoichiometries [Cu8(L1)4Cl16].CHCl3.5H2O.7CH3OH (I) and [Cu9(L2)6Cl6].CH3OH.5H2O.(C2H5)3N (II) respectively. [molecular diagram availabel in pdf]. X-ray diffraction studies of cluster (I) reveal that it has approximate S4 symmetry and is comprised of four ligands and eight copper (II) centers. Here, coordination takes place via amide 0 atoms, and pyrazole nitrogens. This complex is the first reported example of an octanuclear copper cluster with a saddle-shaped structure. The second cluster comprises nine copper ions that are arranged in a cyclic array. Each ligand coordinates three copper centers and each copper ion shares two ligands to connect six ligands with nine copper ions. The amide nitrogens are completely deprotonated and both amide Nand 0 atoms coordinate the metal centres. The cluster has three-fold symmetry. There are six chloride ions, three of which are bridging two neighbouring Cu(II) centres. Magnetic studies of (I) and (II) reveal that both clusters display weak antiferromagnetic interactions between neighbouring Cu(II) centers at low temperature. In the second project, three complexes with stoichiometries [Fe[N302](SCN)2]2 (III), R,R-[Fe[N3O2](SCN)2 (IV) and R,R-]Fe[N3O2](CN)2] (V) were prepared and characterized, where [N302] is a pentadentate macrocycle. Complex (III) was prepared via the metal templated Schiff-base condensation of 2,2',6,6'-tetraacetyl-4,4'-bipyridine together with 3,6-dioxaoctane-I,8-diamine and comprises of a dimeric macro cycle where the two Fe(II) centres are in a pentagonal-bipyramidal environment with the [N302] ligands occupying the equatorial plane and two axial NCS ligands. Complexes (IV) and (V) were prepared via the condensation of 2,6-diacetylpyridine together with a chiral diamine in the presence of FeCh. The synthetic strategy for the preparation of the chiral diamine (4R,5R)-4,5-diphenyl-3,6-dioxa-I,8-octane-diamine was elucidated. The chirality of both macrocycles (IV) and (V) was probed by circular dichroism spectroscopy. The crystal structure of (IV) at 200 K contains two independent molecules in the unit cell, both of which contain a hepta-coordinated Fe(II) and axial NCS ligands. Variable temperature magnetic susceptibility and structural studies are consistent with a high spin Fe(II) complex and show no evidence of any spin crossover behaviour. In contrast, the bis cyanide derivative (V) crystallizes with two independent molecules in the unit cell, both of which have different coordination geometries consistent with different spin states for the two Fe(II) centres. At 250 K, the molecular structure of (V) shows the presence of both 7- and a 6-coordinate Fe(II) complexes in the crystal lattice. As the temperature is lowered, the molecules undergo a structural change and at 100 K the structural data is consistent with a 6- and 5-coordinate Fe(II) complex in the unit cell. Magnetic studies confirm that this complex undergoes a gradual, thermal, spin crossover transition in the solid state. Photomagnetic measurements indicate this is the first chiral Fe (II) sea complex to exhibit a LIESST.

Egon Bahr, l'Ostpolitik et la place de l'Allemagne dans un nouvel ordre européen, 1945-1975

Cette thèse porte sur les conceptions d’Egon Bahr dans le domaine de la politique à l’Est (Ostpolitik) de la République fédérale d’Allemagne (RFA) entre 1945 et 1975. L’analyse se concentre sur le lien entre l’Ostpolitik et l’idée que Bahr se fait de la place et du rôle de l’Allemagne en Europe. Plus précisément, cette étude veut cerner les buts poursuivis par Bahr dans le cadre de la politique orientale. La première partie traite du développement conceptuel de l’Ostpolitik (1945-1969), tandis que la seconde examine sa mise en application entre l’élection de Willy Brandt comme chancelier de la RFA et la conclusion des accords d’Helsinki (1969-1975). Les principales sources utilisées sont les écrits de Bahr ainsi que des documents inédits se trouvant dans divers centres d’archives non seulement en Allemagne, mais aussi aux États-Unis, en France et en Grande-Bretagne. Pour Bahr, l’Ostpolitik ne saurait se résumer à l’élimination des obstacles qui gênent la diplomatie ouest-allemande durant la guerre froide. Bahr poursuit plutôt un projet nationaliste ambitieux dans le contexte des relations avec le bloc soviétique : créer les conditions d’une redéfinition de la place de l’Allemagne en Europe. Pour lui, l’Ostpolitik constitue un instrument idéal pour faire de l’Allemagne la puissance prépondérante dans un nouvel ordre de paix européen. Trois éléments complémentaires participent à l’accomplissement de cette vision : 1) la consolidation de la paix et de la sécurité continentales; 2) la réunification allemande et 3) l’émancipation de la politique étrangère (ouest-)allemande. Cette thèse éclaire la pensée politique de Bahr et contribue à une meilleure compréhension de la signification de l’Ostpolitik dans le contexte plus large de la politique étrangère de la RFA. Les conceptions de Bahr sont uniques dans l’Allemagne de la guerre froide parce qu’elles sont centrées sur les notions de puissance, d’intérêt national et de « normalité ». En même temps, Bahr comprend que la coopération doit toujours rester l’instrument diplomatique privilégié des Allemands vu leur position géographique centrale. À travers le prisme des conceptions de son « architecte », l’Ostpolitik apparaît comme un véritable effort de réconciliation entre la paix en Europe et l’affirmation de l’influence allemande sur la scène internationale.

La place de l’autonomie de l’apprenant en formation ouverte et à distance dans le contexte de l’enseignement supérieur ouest-africain

Les difficultés croissantes de l’enseignement supérieur en matière d’accessibilité aux formations et de disponibilité de filières de qualité, dans les pays en voie de développement de l’Afrique de l’Ouest notamment, conjuguées avec le développement vertigineux des technologies de l’information et de la communication (TIC), suscitent un grand espoir de faire de la formation à distance une solution alternative crédible des formations présentielles (OCDE, 2006). Or, si la littérature s’accorde à reconnaitre aux TIC et l’interactivité qu’elles procurent des facteurs favorisant l’apprentissage (Karsenti, 2006), la réalité du terrain éducatif lui impose de reconnaitre que non seulement la révolution de la formation ouverte et à distance (FOAD) n’est pas encore d’actualité (OCDE, 2006), mais qu’elle ne le sera que si, pour faire face à la distance transactionnelle, plus accrue en formation à distance, l’apprenant ne se contente plus d’apprendre, mais d’apprendre à apprendre, ce qui exige de lui des compétences d’autonomie. Or, malgré des décennies d’intérêt et d’investissement de la recherche, le développement de l’autonomie sur le terrain reste toujours marginal, les débats philosophiques ayant pris le pas sur la quête de solutions pratiques (Albero ,2003). La question de savoir comment les éducateurs de la FOAD utilisent les solutions existantes, censées favoriser l’autonomie de l’apprenant, telles certaines formes de tutorat et de travail de groupes, n’est pas sans intérêt, puisqu’elle permet de mieux comprendre le terrain cible et sa part de responsabilité dans cet insuccès de l’autonomie. S’inscrivant en droite ligne des travaux d’Albero (2003), la présente étude organise les principes d’autonomie suivant un cadre conceptuel privilégiant l’action et le développement, selon une dimension dynamique symbolisant l’importance du soutien à accorder à l’apprenant, une dimension topologique indiquant la nécessité pour ce soutien de prendre en compte les différents aspects sur lesquels l’apprenant peut exercer son autonomie et une dimension chronologique exprimant l’importance du désétayage. De façon pratique, cette étude, démarrée en 2009 dans le contexte de la FOAD du 2IE (Institut International des Ingénieurs de l’Eau et de l’Environnement), sis à Ouagadougou au Burkina Faso, s’organise en trois articles : le premier tente de comprendre si les conditions d’efficacité de la FOAD, selon les apprenants, formulent un besoin d’apprentissage en autonomie; le second tente de comprendre, à partir des propos des tuteurs, si l’encadrement des apprenants respecte les principes d’autonomie; enfin, le troisième article s’est penché, sur la base des intentions exprimées par les concepteurs, sur le respect des principes d’autonomie par les cours. L’éloignement des apprenants et l’objectif de comprendre leurs perceptions de la FOAD, nous ont fait préférer une approche de recherche de type mixte, à la fois qualitative pour mieux comprendre leur perception (Karsenti & Savoie-Zajc, 2004) et quantitative, pour tenir compte de leur éloignement. Pour la perception des éducateurs, nous avons opté pour une approche qualitative/descriptive plus appropriée dès que l’étude vise la compréhension du phénomène social abordé (Karsenti & Savoie-Zajc, 2004). Des résultats obtenus, la perception des 62 apprenants sur les 170 initialement invités par courriel à répondre au questionnaire, semble confirmer l’autonomie de l’apprenant comme une condition de leur réussite en FOAD. La demande des apprenants pour un soutien accru, malgré l’effort actuellement consenti par l’encadrement, effort reconnu par les apprenants eux-mêmes et qu’attestent les 10 tuteurs interviewés sur une quarantaine au 2IE, devrait, toutefois, inviter à la réflexion, puisque ne s’opposant pas réellement à un apprentissage en hétéronomie. À l’analyse, il apparait que l’insatisfaction des apprenants s’expliquerait par la non-prise en compte des différents aspects susceptibles d’influencer leur apprentissage. De plus, en nous référant aux entretiens avec les 11 concepteurs de cours sur un total de 30, il apparait que, bien que conscients de la nécessité d’adapter les cours au contexte de la FOAD, ni la modularité des contenus, ni la flexibilité de la structure des cours ne semblent être prises en compte. Au final, l’étude révèle l’urgence de lutter contre les habitudes acquises en formation présentielle et la nécessité d’employer des pédagogues professionnels formés pour une pédagogie d’autonomisation. Encore faudrait-il que l’autonomie soit véritablement consacrée par la littérature comme une praxis pour signifier qu’elle n’a d’autre fin qu’elle-même, et non comme une poiesis, pour dire que l’autonomie vise une production et cesserait dès que son objectif est atteint.

Towards a new Qur’ânic hermeneutics based on historico-critical and intertextual approaches : the case of the crucifixion of Jesus in the tafâsîr of eight muslim exegetes

Le Coran et la Sunna (la tradition du prophète Muḥammad) relatée dans les aḥâdîth (les traditions orales du Prophète) représentent la source éternelle d’inspiration et de savoir à laquelle les Musulmans se réfèrent pour agir, réagir et interagir. Par le fait même, tout au long de l’histoire musulmane, ces sources sacrées ont été à la base des relations des Musulmans avec autrui, incluant les Chrétiens. Les trois éléments majeurs de différenciation entre l’islam et le christianisme sont : la nature divine de Jésus, la trinité ainsi que la crucifixion et la mort de Jésus sur la croix. La position tranchée du Coran quant aux deux premiers points ne laisse place à aucun débat académique. Cependant, l’ambiguïté du texte coranique quant à la crucifixion de Jésus et sa mort a favorisé de nombreux débats entre mufassirûn (les exégètes du Coran). Cette thèse est une analyse textuelle des deux passages coraniques qui traitent de cette troisième différence. Pour cette étude textuelle et intertextuelle, les tafâsîr (interprétations du Coran) de huit mufassirûn appartenant à différentes madhâhib (écoles d’interprétation) et périodes de l’histoire des relations musulmanes-chrétiennes sont utilisés en combinaison avec certaines approches et méthodes récentes telles que : historico-critique et critique rédactionnelle. De plus, trois nouvelles théories développées dans la thèse enrichissent les outils herméneutiques de la recherche : la « théorie des cinq couches de sens », la « théorie des messages coraniques doubles » et la « théorie de la nature humaine tripartite ». À la lumière de ces théories et méthodes, il apparaît que l’ambiguïté coranique au sujet de la crucifixion et de la mort de Jésus est une invitation claire de la part du Coran incitant les Musulmans et les Chrétiens à vivre avec cette ambiguïté insoluble. La conclusion de cette thèse contribue directement à de meilleures relations musulmanes-chrétiennes, renforçant l’appel coranique (Coran 3:64, 103) à ces deux communautés leurs demandant de se cramponner aux points communs majeurs, d’intégrer leurs différences mineures et de consacrer leurs énergies pour une vie harmonieuse entre eux et laisser le reste dans les mains du Dieu qu’ils ont en commun.

Endeuillés, mais non isolés : création et mise en place d’une intervention de groupe axée sur le modèle de l’aide mutuelle auprès d’enfants endeuillés

Cette recherche témoigne d'une démarche de recherche-action-participative réalisée auprès d'enfants ayant vécu la perte d'un parent. Elle vise à comprendre l'expérience vécue par les enfants endeuillés d'un parent qui participent à un groupe d'intervention axé sur le modèle de l'aide mutuelle. La réalisation d'une entrevue pré-intervention et une autre post-intervention donnent accès aux perceptions des enfants concernant leur expérience d'endeuillé quant à leurs besoins, mais aussi à leur interprétation de leur réalité. Aussi, l'intervention de groupe utilisée comme méthode d’intervention, et comme méthode de collecte de données reflète la dynamique d'aide mutuelle et son influence sur le vécu des membres autant sur le plan émotif que sur le plan des stratégies adaptatives. Bref, cette recherche en service social, alliant les savoirs pratiques et ceux théoriques, permet de reconnaître que l’aide mutuelle soutient les enfants dans leur réalité d’endeuillés et met aussi l’accent sur le caractère unique de leur deuil respectif.

Écoles catholiques et diversité religieuse en classe : cas du Collège catholique Père Aupiais de Cotonou en République du Bénin

Résumé La diversité religieuse est un fait bien attesté aujourd’hui en République du Bénin. Chrétiens, Musulmans, adeptes des religions traditionnelles et ceux d'autres spiritualités se côtoient autant dans la sphère publique que privée sur le territoire béninois. N’épargnant donc aucun domaine de la société béninoise, cette diversité s'exprime également dans les milieux scolaires notamment dans les écoles privées catholiques du pays. La volonté du diocèse de Cotonou d'ouvrir les portes de ses écoles à tous les enfants sans distinction de religions ni d'ethnies, entraine de facto l'épineux problème de la gestion de la diversité religieuse et du pluralisme dans ses institutions confessionnelles. Sensible à cette problématique en milieu scolaire auprès des jeunes, le cas du collège catholique Père Aupiais nous intéresse pour son approche du cours de religion dispensé aux élèves du premier cycle. Le présent travail dans une démarche praxéologique, observe, analyse et interprète un cours confessionnel de religion donné en classe de 5è secondaire dans ledit collège. Cette interprétation s’appuie sur des référents théoriques que sont le Magistère de l'Église, un texte biblique, l’approche pédagogique de Philippe Meirieu, la théologie dialogale de Richard Bergeron, l’apport de certains responsables d'écoles privées confessionnelles québécoises. Ces derniers constituent des éléments importants dans notre intervention dans le contexte de ce travail. Il s’agit en définitive de proposer quelques recommandations pour la mise en place d'un cours d'enseignement moral et religieux favorisant le « vivre ensemble ». L’intérêt de ce travail est de susciter le débat sur la gestion de la diversité et du pluralisme en milieu scolaire catholique béninois.